Cornell Notes V1 Jaime Alfredo Cabrera 28 May 2013 Albukhary International University Alor Setar, Malaysia.

Cornell Notes V1Cornell Notes V1

Jaime Alfredo CabreraJaime Alfredo Cabrera28 May 201328 May 2013

Albukhary International UniversityAlbukhary International University

Alor Setar, MalaysiaAlor Setar, Malaysia

• Developed in 1949 at Cornell University by Walter Pauk.

• Designed in response to frustration of students who get low test scores.

• Meant to be easily used as a test study guide.

• Adopted by most major law schools as the preferred note taking method.

HOW IT LOOKS LIKEHOW IT LOOKS LIKENEXTNEXT

First & Last NameClass Title

PeriodDate

Topic

Questions,Subtitles,Headings,Etc.

Class Notes

2 1/2”

3 to 4 sentence summary across the bottom of the last page of the day’s notes

THE BODY OF THE NOTESTHE BODY OF THE NOTESNEXT: WHAT YOU WRITE IN CORNELL NOTESNEXT: WHAT YOU WRITE IN CORNELL NOTES

Subject: Why take Cornell notes? Date: 11/20/01 PPRROOCCEESSSS

((oouuttppuutt)) MMaaiinn IIddeeaass ((iinnppuutt))

How can Cornell notes help me organize my ideas? Which side for diagrams? Why use concept maps? What are the benefits to me?

Can be used to provide an outline of chapter or lecture. Organized by main ideas and details. Can be as detailed as necessary. Sequential-- take notes as they are given by instructor or text in an orderly fashion. After class, write a summary of what you learned to clarify and reinforce learning and to assist retention. Can be used as study tool: 1. Define terms or explain concepts listed on left side. 2. Identify the concept or term on the right side. Can be used to provide a "big picture" of the chapter orlecture. Organized by main ideas and sub-topics Limited in how much detail you can represent. Simultaneous - you can use this method for instructors who jump around from topic to topic. After class, you can add questions to the left side Can be used as a study tool -- to get a quick overview and to determine whether you need more information or need to concentrate your study on specific topics.

• Good notes allow students to help each other problem solve.

• Good Notes help students organize and process data and information.

• Helps student recall by getting them to process their notes 3 times.

• Writing is a great tool for learning!

WORDS OR DRAWINGSWORDS OR DRAWINGSNEXTNEXT

(Diagram copied during lecture)

(Questions about it )

• How do the ticks find the cattle?

• Why don’t the ticks usually kill their host?

• How could tick infestations in cattle impact humans?

• Cornell note taking stimulates critical thinking skills.

• Note taking helps students remember what is said in class.

• A good set of notes can help students work on assignments and prepare for tests outside of the classroom.

THE END-SUMMARYTHE END-SUMMARYNEXT: WHAT YOU WRITE IN CORNELL NOTESNEXT: WHAT YOU WRITE IN CORNELL NOTES

•Summary is added at the end of ALL note pages on the subject (not page)•Summary added AFTER questionsare finished•Summary should answer the problem stated in the subject.

IN-CLASS PRACTICEIN-CLASS PRACTICENEXTNEXT

• Let’s CREATE a sheet of Cornell note paper and get ready to practice the skill.

• In the large, right hand column, take notes like you normally would.

• You may use any style of note-taking you wish: – outline format, – narrative format, – symbols, – short hand, etc.

• Compare notes with a partner.

• Talk about what you wrote and why. Look for gaps & missed info.

• Both partners should feel free to add to their notes.

• With your partner(s), create questions in the left hand column.

• These questions should elicit critical thinking skills.– Levels 3 through 6 in

Bloom’s Taxonomy.

WHY YOU NEED THISWHY YOU NEED THISNEXTNEXT

FOR WRITINGFOR WRITING

• A COMPLETE REFLECTION DIARYA COMPLETE REFLECTION DIARY

• A COMPLETE REFLECTION PAPERA COMPLETE REFLECTION PAPER

• A COMPLETE RESEARCH PAPERA COMPLETE RESEARCH PAPER

• A COMPLETE PRESENTATIONA COMPLETE PRESENTATION

• A COMPLETE PROJECTA COMPLETE PROJECT

EFFECT ON YOUR GRADESEFFECT ON YOUR GRADESNEXTNEXT

1. KNOWLEDGE: You can recall information2. COMPREHENSION: You can understand

meaning3. APPLICATION: You can use these meanings

in new situations4. ANALYSIS: You can connect parts &

relationships 5. SYNTHESIS: You can create new meanings

out of these parts 6. EVALUATION: You can judge based on

criteriaFrom Bloom’s Taxonomy

E = Can Remember: You can recall informationD = Can Understand: You can recall information &

understand meaningC = Can Use: You can recall, understand, & use the

meanings in new situationsB = Can Analyze: You can recall, understand, use, &

connect parts & relationships A = Can Combine: You can recall, understand, use,

connect, & create new meanings out of these parts A* = Can Evaluate: You can recall, understand, use,

connect, & judge or select based on criteria

From Bloom’s Taxonomy

LET’S DO ITLET’S DO IT

1.1. Create a 1 X 6 Learning Assessment Rubric Create a 1 X 6 Learning Assessment Rubric (MS Word). (MS Word).

2.2. Write Your Complete Name on TopWrite Your Complete Name on Top

3.3. Include this grading rubric as a cover page Include this grading rubric as a cover page for each work that you submit for gradingfor each work that you submit for grading

4.4. An example is on the next slideAn example is on the next slide

Student Name: Course:

Title of Work: Date:

Grade Score Criteria:

Letter Number [Quantitative (countable) Qualitative (not countable)]

Learning Assessment RubricLearning Assessment Rubric

IF YOU’RE STILL CONFUSEDIF YOU’RE STILL CONFUSEDNEXTNEXT

MORE DETAILSMORE DETAILS

•How do I write the questions?How do I write the questions?

•How do I summarize?How do I summarize?

•What do I write?What do I write?

•Can I use this online?Can I use this online?

•Why do I need this?Why do I need this?

THE QUESTIONSTHE QUESTIONSNEXT: WHAT YOU WRITE IN CORNELL NOTESNEXT: WHAT YOU WRITE IN CORNELL NOTES

Your questions should:Your questions should:• Say what you don’t

understand • Say what you want to discuss

with your teacher. • Say what you think would be

good on an essay test.• Say if there are gaps in your

notes.

THE SUMMARYTHE SUMMARYNEXT: WHAT YOU WRITE IN CORNELL NOTESNEXT: WHAT YOU WRITE IN CORNELL NOTES

• On your own, in the space provided at the bottom of the page, complete a 3 or 4 sentence summary of what you wrote in your notes.

• (the summary…)

REVIEWREVIEWNEXT: WHAT YOU WRITE IN CORNELL NOTESNEXT: WHAT YOU WRITE IN CORNELL NOTES

Notes go here, in the large right hand column.

Questions, subtitles,etc. go here,in the left hand column.Remember,we wanthigher levelcritical thinkingquestions. A 3 to 4 sentence summary down there

on the bottom of the last page of notes

Don’t forget the heading:Name, Class, Period, Date, Topic

MORE EXAMPLESMORE EXAMPLESNEXT: WHAT YOU WRITE IN CORNELL NOTESNEXT: WHAT YOU WRITE IN CORNELL NOTES

Anthropods

•SUBJECT•TOPIC•YOUR NAME•THE DATE•WORDS•ARROWS•BULLETS•SHORT SUMMARY

•SUBJECT•TOPIC•YOUR NAME•THE DATE•WORDS•ARROWS•FORMULAS •SYMBOLS•Everything that can help you to remember

•TOPIC•SUMMARY•DRAWINGS•FORMULAS•SYMBOLS•ARROWS•Anything that helps you remember

• May reflect headings in PowerPoint lectures

• Leave room on the left for questions and diagrams

• Leave plenty of room within the outline for student note-taking

ONLINE JOURNALONLINE JOURNALNEXTNEXT

• Create a Cornell note blank template • Then copy in-class notes that night into your online journal

– Automatic review– Kinesthetic learning– Can edit, look-up words– Prompts higher-level questions– Absentees can target on what they need to know

TIPSTIPS

You don’t have to read thisYou don’t have to read this

BONUS: WHY WRITE?BONUS: WHY WRITE?NEXTNEXT

• (Overview: quickly scan)

• (Establish a purpose)

• (to answer questions)• (answers to questions with the book closed)• (Take notes!)

• (at short intervals)

BONUS: WHY A DIARY?BONUS: WHY A DIARY?NEXTNEXT

This is learning strategy to help focus on what you are learning in class.

Writing in your reflection diary is a great way to use writing as a process of discovery and for clarification of ideas.

SAVE TIME, SAVE EFFORTSAVE TIME, SAVE EFFORTNEXTNEXT

Lecturer says: “Hippocrates, aGreek who is considered to be theFather of modern medicine, wasBorn on the island of Cos in460 B.C.”

Your notes say: “Hippocrates (Gr.)Dad of med. B. Cos 460BC”

STUDY LESS, LEARN MORE STUDY LESS, LEARN MORE (DON’T MEMORIZE)(DON’T MEMORIZE)

NEXTNEXT

• Think about the reading– Look for how the parts relate to the

whole; how the text relates to previous ideas

– Create questions about new words/ terms, why emphasized points are important

– Examine what you have learned from visuals

READ ONCE, LEARN IT READ ONCE, LEARN IT NEXTNEXT

• Look for the pattern in elements like chapter /subsection headings, summary points, graphics

• Know where to find the index and glossary

• Look for fonts, symbols, borders, graphics, colors, and layout that highlight main ideas or terms

• Look for the writer's goal: highlight ideas/ references /opinions that seem significant to their point of view

READ ONCE, NOTE IT, READ ONCE, NOTE IT, LEARN IT LEARN IT

NEXTNEXT

• Include headings, key terms, & graphics

• Take down only the important ideas: brief, but clear

• Summarize in your own words

• Use symbols to highlight for review

• Use textbook review questions to develop study questions

• Look for main ideas

• Fill in details for better understanding

• Look for unclear information and/or questions - collaborate for answers

• Delete unnecessary information

• Review note organization; add symbols or rewrite

• Write a summary

• Use discussion topics/questions organize your notes

• Use symbols for important ideas

• Include your own responses in notes

• Develop questions to review later

• Add references to other material as they come to mind

HOW TO SCORE HIGHHOW TO SCORE HIGHNEXTNEXT

• Cover the right side of your notes; review and answer study questions from the left using the right side as an answer key

• Quiz yourself out loud

• Cover the right side with blank paper; write out answers to the left column study questions

• Write summaries of the most important material in the summary/reflection section

• Write a quiz for others using notes; exchange and correct

• Write anticipated test questions beyond those already in the left-hand column. Then, write answers

• Look over notes frequently to keep information and questions still unanswered fresh in mind

• Recite information from notes

3. Review3. Review

• Exchange notes with others to flesh out information and understanding

• Use notes in study groups to provide a common ground of material for reference and review

• Rewrite notes if necessary

4. Study with a Good Group4. Study with a Good Group

Adapted by Jaime Alfredo Cabrera from: Bullock, P. and Maben, A. (n. d.). Cornell Notes Presentation by. Online at

www.travisusd.k12.ca.us/vanden/pdfs/avid/Cornell%20note%20presentation.ppt

End of Presentation

Cornell Notes V1Cornell Notes V1